,SmartPrep for NCLEX-RN®: Based on HESI
7th Edition
Table of Contents
Introduction to Test-Taking and the NGN-NCLEX-RN
Test-Taking Strategies
The Next Generation NCLEX-RN (NGN) Examination
Job Analysis Studies
Clinical Judgment Measurement Model (CJMM)
Computer Adaptive Testing (CAT)
General Principles to Remember
Leadership and Management
Leadership and Management Principles
Maintaining a Safe, Effective Work Environment
Legal and Ethical Issues in Nursing
Legal Aspects of Nursing Practice (Review)
Disaster Nursing and Crisis Intervention
Advanced Clinical Concepts
Respiratory Failure (Adults and Children)
Review of Respiratory Failure
Shock and Disseminated Intravascular Coagulation (DIC)
Review of Shock and DIC
Resuscitation and Airway Obstruction Management
Review of Resuscitation
,Fluid and Electrolyte Balance
Determining Acid–Base Disorders
Review of Fluid and Electrolyte Balance
Electrocardiogram Interpretation
Review of ECG
Perioperative Care
Review of Perioperative Nursing
HIV Infection (Adults and Pediatrics)
Review of HIV
Pain Management
Review of Pain
Death, Dying, and Grief
Review of Death and Grief
Medical-Surgical Nursing
Communication
Health Promotion and Disease Prevention
Teaching and Learning in Nursing
Spiritual and Cultural Assessment
Complementary and Alternative Therapies Body System Reviews:
Respiratory System
Renal System
Cardiovascular System
Gastrointestinal System
Endocrine System
Musculoskeletal System
Neurologic System
Hematology and Oncology
,Reproductive System
Burns
Pediatric Nursing
Growth and Development
Pain Assessment and Management
Child Health Promotion (Review) Pediatric Disorders and Reviews:
Respiratory Disorders
Cardiovascular Disorders
Neuromuscular Disorders
Renal Disorders
Gastrointestinal (GI) Disorders
Hematologic Disorders
Metabolic and Endocrine Disorders
Skeletal Disorders
Maternity Nursing
The Menstrual Cycle
Psychosocial Responses to Pregnancy
Prenatal Nutrition
Anatomy & Physiology of Reproduction / Antepartum Care
(Review)
Fetal and Maternal Assessment Techniques
Chorionic Villus Sampling
Amniocentesis
Electronic Fetal Monitoring
Antepartum Complications
Hyperemesis Gravidarum
Molar Pregnancy (Hydatidiform Mole)
,Abruptio Placentae and Placenta Previa
Hypertensive Disorders of Pregnancy
Intrapartum Nursing Care (Review)
Labor and Birth Complications
Normal Postpartum (Puerperium) Care (Review)
Postpartum Complications (Review)
Normal Newborn
Newborn Complications
Preterm Infant
Respiratory Distress Syndrome
Review of Newborn and Substance Use Disorders
Psychiatric Nursing
Safety, Structure, Support, and Self-Management
Therapeutic Modalities
Therapeutic Communication and Treatment (Review)
Common Mental Health Interventions
Brief Psychiatric Interventions
Psychiatric Assessment for Inpatients
Mood Disorders (Review)
Substance Abuse Disorders
Alcohol Withdrawal
Opioid Withdrawal
Gerontologic Nursing
Theories of Aging
Communication in the Older Adult
Gerontologic Nursing (Review)
,Appendices
Common Laboratory Tests
NCLEX Practice Questions (Answer Key)
Index
Let me know if you'd like this in a printable format or broken into
sections for flashcard creation, test prep organization, or study
guides.
,Chapter 1: Introduction to Test-Taking Strategies and the
NGN-NCLEX-RN
A student is anxious before the NCLEX. Which strategy will most
effectively reduce anxiety during the exam?
A. Skipping difficult questions and returning later
B. Guessing immediately on any unanswered items
C. Using deep‑breathing exercises during breaks
D. Focusing on passing rather than learning
Answer: C
Rationale: Deep breathing calms the sympathetic response
(helpful strategy). Skipping and returning (A) is part of CAT—not
anxiety reduction. Guessing immediately (B) may lead to careless
errors. Focusing on passing (D) increases pressure.
Which practice best supports the development of critical
thinking?
A. Memorizing large volumes of facts
B. Applying concepts to multiple clinical scenarios
C. Reviewing only content areas of strength
D. Reading questions quickly to save time
Answer: B
Rationale: Applying concepts fosters analysis and synthesis.
Memorization alone (A) is low‑order. Ignoring weak areas (C)
undermines readiness. Rushing (D) risks misinterpretation.
The NGN‑NCLEX uses which new item type to measure clinical
judgment?
A. Multiple‑response
B. Hot‑spot
,C. Case‑scenario
D. Drag‑and‑drop
Answer: C
Rationale: NGN introduces case‑scenario items based on CJMM.
Multiple‑response (A) and drag‑and‑drop (D) existed previously;
hot‑spot (B) is graphical.
During the Job Analysis Study, which activity is most emphasized?
A. Reviewing NCLEX pass rates
B. Surveying practicing RNs about tasks
C. Analyzing textbook content
D. Observing students in skills lab
Answer: B
Rationale: Job Analysis surveys RNs to identify entry‑level tasks.
Pass rates (A) and textbooks (C) are indirect. Skills labs (D)
simulate but don’t survey practice.
In the CJMM, the first cognitive process is:
A. Recognize cues
B. Prioritize hypotheses
C. Take action
D. Evaluate outcomes
Answer: A
Rationale: CJMM steps: Recognize cues → Analyze cues →
Prioritize hypotheses → Generate solutions → Take action →
Evaluate outcomes.
How does NGN‑CAT select the next item?
A. Randomly from the item pool
,B. Based on candidate’s previous response and ability estimate
C. By alternating difficulty levels
D. According to a fixed blueprint
Answer: B
Rationale: CAT algorithms tailor difficulty to ability estimate.
Random (A) and fixed (D) do not optimize measurement.
Alternating (C) is simplistic.
Which guideline is most important to remember on test day?
A. Arrive late to reduce stress
B. Drink excessive caffeine before testing
C. Follow testing center rules exactly
D. Skip the tutorial to save time
Answer: C
Rationale: Adhering to rules avoids disqualification. Late arrival
(A) risks denial of entry. Excess caffeine (B) can worsen anxiety.
Tutorial (D) may include essential instruction.
A question asks you to identify the nursing action with the highest
priority. Which strategy applies?
A. Choose the least invasive
B. Base on Maslow’s hierarchy and ABCs
C. Select the most technical skill
D. Pick the first option listed
Answer: B
Rationale: Prioritization uses ABCs and Maslow. Least invasive (A)
isn’t always urgent. Technical skill (C) may not be highest priority.
Listing order (D) is arbitrary.
, Which represents an analysis‑level approach to a NGN item?
A. Recalling normal lab values
B. Interpreting patient data trends
C. Matching definitions
D. Counting steps in a procedure
Answer: B
Rationale: Interpreting trends is analysis. Recall (A) is knowledge.
Matching (C) comprehension. Counting (D) application but low.
Job Analysis supports exam validity by:
A. Limiting question bank size
B. Ensuring content reflects real RN entry‑level tasks
C. Eliminating all pharmacology questions
D. Focusing solely on hospital settings
Answer: B
Rationale: JA aligns items with actual practice. Bank size (A)
unrelated. Pharmacology (C) essential. Settings beyond hospital
(D) are relevant too.
When a CAT exam terminates:
A. After 100 items always
B. When ability estimate is confidently above or below the passing
standard
C. After a fixed time limit
D. When the candidate stops
Answer: B
Rationale: CAT stops when confidence bounds on ability cross
pass/fail. Item count (A) and time (C) aren’t fixed. Self‑termination
(D) not allowed.
7th Edition
Table of Contents
Introduction to Test-Taking and the NGN-NCLEX-RN
Test-Taking Strategies
The Next Generation NCLEX-RN (NGN) Examination
Job Analysis Studies
Clinical Judgment Measurement Model (CJMM)
Computer Adaptive Testing (CAT)
General Principles to Remember
Leadership and Management
Leadership and Management Principles
Maintaining a Safe, Effective Work Environment
Legal and Ethical Issues in Nursing
Legal Aspects of Nursing Practice (Review)
Disaster Nursing and Crisis Intervention
Advanced Clinical Concepts
Respiratory Failure (Adults and Children)
Review of Respiratory Failure
Shock and Disseminated Intravascular Coagulation (DIC)
Review of Shock and DIC
Resuscitation and Airway Obstruction Management
Review of Resuscitation
,Fluid and Electrolyte Balance
Determining Acid–Base Disorders
Review of Fluid and Electrolyte Balance
Electrocardiogram Interpretation
Review of ECG
Perioperative Care
Review of Perioperative Nursing
HIV Infection (Adults and Pediatrics)
Review of HIV
Pain Management
Review of Pain
Death, Dying, and Grief
Review of Death and Grief
Medical-Surgical Nursing
Communication
Health Promotion and Disease Prevention
Teaching and Learning in Nursing
Spiritual and Cultural Assessment
Complementary and Alternative Therapies Body System Reviews:
Respiratory System
Renal System
Cardiovascular System
Gastrointestinal System
Endocrine System
Musculoskeletal System
Neurologic System
Hematology and Oncology
,Reproductive System
Burns
Pediatric Nursing
Growth and Development
Pain Assessment and Management
Child Health Promotion (Review) Pediatric Disorders and Reviews:
Respiratory Disorders
Cardiovascular Disorders
Neuromuscular Disorders
Renal Disorders
Gastrointestinal (GI) Disorders
Hematologic Disorders
Metabolic and Endocrine Disorders
Skeletal Disorders
Maternity Nursing
The Menstrual Cycle
Psychosocial Responses to Pregnancy
Prenatal Nutrition
Anatomy & Physiology of Reproduction / Antepartum Care
(Review)
Fetal and Maternal Assessment Techniques
Chorionic Villus Sampling
Amniocentesis
Electronic Fetal Monitoring
Antepartum Complications
Hyperemesis Gravidarum
Molar Pregnancy (Hydatidiform Mole)
,Abruptio Placentae and Placenta Previa
Hypertensive Disorders of Pregnancy
Intrapartum Nursing Care (Review)
Labor and Birth Complications
Normal Postpartum (Puerperium) Care (Review)
Postpartum Complications (Review)
Normal Newborn
Newborn Complications
Preterm Infant
Respiratory Distress Syndrome
Review of Newborn and Substance Use Disorders
Psychiatric Nursing
Safety, Structure, Support, and Self-Management
Therapeutic Modalities
Therapeutic Communication and Treatment (Review)
Common Mental Health Interventions
Brief Psychiatric Interventions
Psychiatric Assessment for Inpatients
Mood Disorders (Review)
Substance Abuse Disorders
Alcohol Withdrawal
Opioid Withdrawal
Gerontologic Nursing
Theories of Aging
Communication in the Older Adult
Gerontologic Nursing (Review)
,Appendices
Common Laboratory Tests
NCLEX Practice Questions (Answer Key)
Index
Let me know if you'd like this in a printable format or broken into
sections for flashcard creation, test prep organization, or study
guides.
,Chapter 1: Introduction to Test-Taking Strategies and the
NGN-NCLEX-RN
A student is anxious before the NCLEX. Which strategy will most
effectively reduce anxiety during the exam?
A. Skipping difficult questions and returning later
B. Guessing immediately on any unanswered items
C. Using deep‑breathing exercises during breaks
D. Focusing on passing rather than learning
Answer: C
Rationale: Deep breathing calms the sympathetic response
(helpful strategy). Skipping and returning (A) is part of CAT—not
anxiety reduction. Guessing immediately (B) may lead to careless
errors. Focusing on passing (D) increases pressure.
Which practice best supports the development of critical
thinking?
A. Memorizing large volumes of facts
B. Applying concepts to multiple clinical scenarios
C. Reviewing only content areas of strength
D. Reading questions quickly to save time
Answer: B
Rationale: Applying concepts fosters analysis and synthesis.
Memorization alone (A) is low‑order. Ignoring weak areas (C)
undermines readiness. Rushing (D) risks misinterpretation.
The NGN‑NCLEX uses which new item type to measure clinical
judgment?
A. Multiple‑response
B. Hot‑spot
,C. Case‑scenario
D. Drag‑and‑drop
Answer: C
Rationale: NGN introduces case‑scenario items based on CJMM.
Multiple‑response (A) and drag‑and‑drop (D) existed previously;
hot‑spot (B) is graphical.
During the Job Analysis Study, which activity is most emphasized?
A. Reviewing NCLEX pass rates
B. Surveying practicing RNs about tasks
C. Analyzing textbook content
D. Observing students in skills lab
Answer: B
Rationale: Job Analysis surveys RNs to identify entry‑level tasks.
Pass rates (A) and textbooks (C) are indirect. Skills labs (D)
simulate but don’t survey practice.
In the CJMM, the first cognitive process is:
A. Recognize cues
B. Prioritize hypotheses
C. Take action
D. Evaluate outcomes
Answer: A
Rationale: CJMM steps: Recognize cues → Analyze cues →
Prioritize hypotheses → Generate solutions → Take action →
Evaluate outcomes.
How does NGN‑CAT select the next item?
A. Randomly from the item pool
,B. Based on candidate’s previous response and ability estimate
C. By alternating difficulty levels
D. According to a fixed blueprint
Answer: B
Rationale: CAT algorithms tailor difficulty to ability estimate.
Random (A) and fixed (D) do not optimize measurement.
Alternating (C) is simplistic.
Which guideline is most important to remember on test day?
A. Arrive late to reduce stress
B. Drink excessive caffeine before testing
C. Follow testing center rules exactly
D. Skip the tutorial to save time
Answer: C
Rationale: Adhering to rules avoids disqualification. Late arrival
(A) risks denial of entry. Excess caffeine (B) can worsen anxiety.
Tutorial (D) may include essential instruction.
A question asks you to identify the nursing action with the highest
priority. Which strategy applies?
A. Choose the least invasive
B. Base on Maslow’s hierarchy and ABCs
C. Select the most technical skill
D. Pick the first option listed
Answer: B
Rationale: Prioritization uses ABCs and Maslow. Least invasive (A)
isn’t always urgent. Technical skill (C) may not be highest priority.
Listing order (D) is arbitrary.
, Which represents an analysis‑level approach to a NGN item?
A. Recalling normal lab values
B. Interpreting patient data trends
C. Matching definitions
D. Counting steps in a procedure
Answer: B
Rationale: Interpreting trends is analysis. Recall (A) is knowledge.
Matching (C) comprehension. Counting (D) application but low.
Job Analysis supports exam validity by:
A. Limiting question bank size
B. Ensuring content reflects real RN entry‑level tasks
C. Eliminating all pharmacology questions
D. Focusing solely on hospital settings
Answer: B
Rationale: JA aligns items with actual practice. Bank size (A)
unrelated. Pharmacology (C) essential. Settings beyond hospital
(D) are relevant too.
When a CAT exam terminates:
A. After 100 items always
B. When ability estimate is confidently above or below the passing
standard
C. After a fixed time limit
D. When the candidate stops
Answer: B
Rationale: CAT stops when confidence bounds on ability cross
pass/fail. Item count (A) and time (C) aren’t fixed. Self‑termination
(D) not allowed.
